A interdisciplinaridade e as mudanças curriculares nos cursos de graduação em odontologia
Arquivos
Data
2006
Autores
Oliveira, Lis Sandra Rodrigues de 
Orientadores
Iochida, Lucia Christina
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O estudo buscou articular a interdisciplinaridade com o cenário da educação em
saúde, em especial com o da odontologia. A base teórica da pesquisa foi montada
em cinco eixos: histórico das mudanças curriculares e das leis educacionais do
Brasil; histórico da interdisciplinaridade; conceitos da interdisciplinaridade;
interdisciplinaridade em saúde e interdisciplinaridade e currículo. O objetivo da
pesquisa foi investigar o enfoque interdisciplinar nas escolas de odontologia no
Estado de São Paulo. Trata-se de um estudo descritivo e procedeu-se a uma coleta
de dados quantitativos e qualitativos com aplicação de questionário e entrevista
semi-estruturada. Para análise dos dados adotou-se a análise de conteúdo para as
questões abertas do questionário e da entrevista, agrupadas em categorias e para
as questões fechadas dos questionários foi feita uma análise quantitativa nas
dimensões de freqüência e percentual de respostas. Os dados foram analisados a
partir dos seguintes tópicos orientadores: perfil das instituições; perfil dos sujeitos;
mudanças curriculares; práticas interdisciplinares e conceitos da
interdisciplinaridade. Foram enviados questionários para 39 sujeitos, dos quais
89,7% responderam à pesquisa. Fizeram parte deste estudo 35 faculdades de
odontologia do Estado de São Paulo, das quais 25 eram privadas, sete públicas
estaduais, duas autarquias municipais e uma era fundação municipal. Identificou-se
o perfil dos diretores/coordenadores que, na sua maioria era do sexo masculino, com
a média de idade de 50,8 anos e a maioria trabalhava em regime de tempo integral
ou de dedicação exclusiva. O tempo de docência era predominantemente acima de
dez anos e quase todos coordenadores têm o titulo de doutor. A grande maioria
(88,6%) respondeu que ocorreram mudanças curriculares nos últimos anos nas suas
Instituições. Os dados mostraram que a maioria dessas mudanças estava
diretamente relacionada com as Diretrizes Curriculares para os cursos de graduação
em Odontologia. Os sujeitos consideraram a clínica integrada como a principal
atividade interdisciplinar. Quase todos entrevistados acreditam que a
interdisciplinaridade tem mais pontos positivos que negativos. Sobre as dificuldades
da implantação da interdisciplinaridade a maioria disse ter problemas com o corpo
docente em relação a sua formação, autoritarismo e desconhecimento sobre
abordagens interdisciplinar. Os dados analisados apontaram uma diversidade e
dificuldade de conceituação da interdisciplinaridade pelos coordenadores. Conclui-se
que a interdisciplinaridade apesar de fundamental na implantação das Diretrizes
Curriculares para os cursos de graduação em Odontologia é uma abordagem que
está em construção.
The present study aimed to investigate the interdisciplinary approach at Dental Schools of São Paulo State, Brazil, and to discuss the use of interdisciplinarity in dental education experiences. Five cornerstones constituted the theoretical basis of this research: history of curricular changes and educational legislation in Brazil; history of interdisciplinarity; conceptions of interdisciplinarity; interdisciplinarity in health sciences, and interdisciplinarity and curricula. This descriptive study was based on quantitative and qualitative data which were obtained by means of a questionnaire and semi-structured interviews. Data from answers to open questions in the questionnaire and from the interviews were analyzed by content analysis and, were grouped into categories; data obtained through the answers to closed questions were quantitatively analyzed by frequency and percentiles. Discussion was guided by five headings: features of the schools; profile of subjects; curricular changes; interdisciplinary practices, and conceptions of interdisciplinarity. 35 Dental Schools, all from São Paulo State, were selected: 25 of them are private institutions; 7 are public, (State iniversities); 2 are public (county) and 1 is a county foundation. Questionnaires were sent to 39 members of Boards of Education of these Schools, and 89.7% of them sent their answers. Profiles revealed that the majority of Board of Education chairmen were males, with mean age of 50,8 years, and most of them worked full-time. Most of them worked as Professors for more than 10 years, and also attained PhDs. According to 88.6% of them, there were curricular changes at their Schools during the last years. Data showed that most of these changes were directly related to the Brazilian Curricular Policy, established for Dental graduation. The subjects considered integrated clinics to be the major interdisciplinar activity. Almost all of the subjects believe that interdisciplinarity has more advantages than disadvantages. Regarding the introduction and establishment of interdisciplinarity, most of the subjects mentioned objections raised by the teachers, because of their graduation, authoritarism, and lack of knowledge on interdisciplinarity. Data also suggested the existence of different conceptions of interdisciplinarity among subjects. Although essential on establishing the Curricular Policy for Dental graduation, Interdisciplinarity is still a resource under construction.
The present study aimed to investigate the interdisciplinary approach at Dental Schools of São Paulo State, Brazil, and to discuss the use of interdisciplinarity in dental education experiences. Five cornerstones constituted the theoretical basis of this research: history of curricular changes and educational legislation in Brazil; history of interdisciplinarity; conceptions of interdisciplinarity; interdisciplinarity in health sciences, and interdisciplinarity and curricula. This descriptive study was based on quantitative and qualitative data which were obtained by means of a questionnaire and semi-structured interviews. Data from answers to open questions in the questionnaire and from the interviews were analyzed by content analysis and, were grouped into categories; data obtained through the answers to closed questions were quantitatively analyzed by frequency and percentiles. Discussion was guided by five headings: features of the schools; profile of subjects; curricular changes; interdisciplinary practices, and conceptions of interdisciplinarity. 35 Dental Schools, all from São Paulo State, were selected: 25 of them are private institutions; 7 are public, (State iniversities); 2 are public (county) and 1 is a county foundation. Questionnaires were sent to 39 members of Boards of Education of these Schools, and 89.7% of them sent their answers. Profiles revealed that the majority of Board of Education chairmen were males, with mean age of 50,8 years, and most of them worked full-time. Most of them worked as Professors for more than 10 years, and also attained PhDs. According to 88.6% of them, there were curricular changes at their Schools during the last years. Data showed that most of these changes were directly related to the Brazilian Curricular Policy, established for Dental graduation. The subjects considered integrated clinics to be the major interdisciplinar activity. Almost all of the subjects believe that interdisciplinarity has more advantages than disadvantages. Regarding the introduction and establishment of interdisciplinarity, most of the subjects mentioned objections raised by the teachers, because of their graduation, authoritarism, and lack of knowledge on interdisciplinarity. Data also suggested the existence of different conceptions of interdisciplinarity among subjects. Although essential on establishing the Curricular Policy for Dental graduation, Interdisciplinarity is still a resource under construction.
Descrição
Citação
OLIVEIRA, Lis Sandra Rodrigues de. A Interdisciplinaridade e as mudanças curriculares nos cursos de graduação em odontologia.
2006. 133 f. Dissertação (Mestrado em Ciências) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, 2006.